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Sci. 1.1. UE. 1,2,5: All students will ask questions that help them learn about the world; design and conduct investigations using appropriate methodology and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and reconstruct previously learned knowledge. (Constructing new Scientific Knowledge)

Sci. 2.5. UE. 1,2: All students will explain how parts of an ecosystem are related and how they interact; explain how energy is distributed to living things in an ecosystem; investigate and explain how communities of living things change over a period of time; describe how materials cycle through an ecosystem and get reused in the environment; and analyze how humans and the environment interact. (Ecosystems)

IV. Lesson Objective:

Upon completion of this lesson, the third-grade students will gain an appreciation for living things and natural environment. They will be encouraged to conserve our natural resources through increasing their sensitivity to the interdependence of living things and the natural environment. Students will also increase their basic reading and writing, skills.

V. Materials Needed:

Picture Book:

Chessie, The Travelin’ Man

, by Randy Houk

World Map

Student copies of world map

Student notebooks or journals

Dictionaries

Crayons

Construction paper

Glue

Adopt-A-Manatee

VI. Anticipatory Set:

Today I would like to read to you a picture book:

Chessie, The Travelin’ Man

, by Randy Houk. Teacher reads story to students. Teacher writes the words Habitat and Migration on the board. Then the teacher has students write the definitions for habitat and migration in their notebooks. Teacher puts transparencies of world map up on the overhead projector to show students where the Florida manatees live (along the coast of North America). The teacher has students make a map key for their individual maps and has them color the region where manatees live. Next, the teacher has students identify the southward path of manatee migration during colder months on the overhead projector.

VII. Instructional Input:

Today we are going to discuss vocabulary words associated with manatees. Teacher hands out worksheet to students with terms on it. Can anyone tell me what some of these words mean? Teacher fields answers. Well, the meaning of these words is what we are going to learn today!

Bull

Marine

Mammal

Migrate

Herbivore

Blubber

Food Chain

Predator

Prey

Consumer

Producer

Adaptation

Habitat

Endangered Species

VIII. Independent Practice:

Today we have learned some new terminology that deals with the endangered manatees, as well as read a story about one manatee in particular’s migration.

Using your list of terms you are going to create a “Manatee Picture Dictionary.” You will choose ten words from the list that I have provided and look up those words in the dictionary.

You will write each word and its definition on a separate piece of paper.

You will then draw a picture for each word.

After you have completed each definition and a picture to go along with it you will organize the pages in alphabetical order and make a cover for your dictionary.

After you have completed your “Manatee Picture Dictionary” I will have them bound in the library.

IX. Closure:

Our discoveries today about the hardships of the manatees were concerning to many of you. It’s difficult to learn about endangered species, but I am proud of the effort you put into this lesson. Before we end our lesson for the day, please open your journals and respond to these two questions: “What can I do to help the manatees?” and “What did I learn today that I didn’t know before?” Please take 1-2 minutes apiece to discuss your responses within your small groups at your table.

X. Assessment Strategies:

The teacher will assess the third-grade students understanding of the lesson through, observation, class discussion, responses in their journals, and the “Manatee Picture Dictionary” assignment.

XI. Extensions:

A Manatees Adaptations

-Talk about the manatee’s adaptation that helps them swim (digits covered by skit within the flipper).

-Fill a tub or sink with water and have students pull through the water twice- once with a ping-pong paddle and once with an open hand.

-Talk about which method is easier to displace water.

Have students write a research report on an animal of their choice.

Have students write a short story about “The day in the life of a manatee.”